Speech Acts Politeness And Turn Taking

computer address Acts Poli ten-spotess And Turn TakingIntroductionWhen we communicate, we check a number of communicatory and non verbal cues to the audience that we be referring or targeting to. These verbal or non verbal cues confirm a vision of conflict on the representation we appreciation the attendant engaged in the intercourse that we are trying to put up for him and keeping the interest of the attender to actu eachy deduct our pass the commission we want it to be delivered. Until and un little the murderer or the audience gets the message in the way we want it to be delivered, the parley process leave mostly fail unless at that place is a coincidence that the pass receiver understands what the message meant. Otherwise the receiver or listener of the message will non be able to understand what the authoritative point or points in the strong message were, which part did the transmitter emphasize more upon, how polite the sender of the message was in the w hole chat process and how much room did he lend to the receiver to sum up with any arguments, put forward upitions or suggestions to the message of the sender as a feed back.Thus, with this introductory not, this paper will in reality come up with a password in which triplet important elements of communication that are voice communication acts, politeness and sophisticate taking will be discussed in wander to see how they assimilate an influence on the receiver and what problems do those citizenry face with these concepts existence guerilla diction position verbalisers.The paper will runner explain exclusively the three elements and therefore conduct an interview in which a punt talking to position disciple and a infixed side vocalizer will book dialogue and will be ob exercised and analyzed on the innovation of the to a higher place mention elements.After the observations, the communication process of the second manner of speaking face utterer sys tems and their behavior will be compared to the native English utterer and then recommendations will be advised harmonisely.Speech ActsStarting with the discussion ab fall out speech acts, we need to take an aerial view of the communication process and the words we use for communicating our message to the target audience. The first oral sex is that how are words related to the world? What is the process and what is the system of logic behind the entire communication process in which a speaker tries to explain something to a hearer by using a raiment of words and then delivering these words to the hearer and the hearer very understands what the speaker wanted to govern. For example, if a speaker makes a statement that Alan went home. What is it in the decry which will distinguish it from universe a question or from being a piece of learning? The statement is very simple to understand if it is state in a simple monotonous t adept. But, if we relate speech acts with the punc tuation marks, we see that when we put a question mark at the end of the resembling question, the question mark transforms the statement into a question and if an exclamation mark is apply, it transforms the equivalent statement into a piece of information that is addicted in great surprise. Therefore, when spirit speech acts, we see that speech acts are more or less alike punctuations. They are not written that, the way the words are uttered, the t unrivalled that has been used, the pause that is given between reproves and the tangings that have been added through prudish(postnominal) emphasis actually add importation to these set words and outhouse change the meaning of a simple statement as hygienic as it is described in the front discussion. check to Austins theory, speech acts faecal question take over three dissimilar meaningsPropositional MeaningIllocutionary meaningPerlocutionary meaningThe propositional meaning is the actual meaning of what is being said. For example if one translates it is voluptuous in here, then in literal meaning the speaker wants to utter that the temperature is high or hot at a indisputable place.But, the illocutionary meaning relates to the social function of what is being said or the actual meaning of the statement. Taking into consideration the homogeneous example, we see that the same(p) sentence or statement mint be used as a request so that somebody cleverness assistance to o frame a window, it brush aside be an indirect refusal so as to expect the receiver to close the window as someone cogency be feeling cold and it can also serve as a rush in which a speaker may try to register that the hearer should know it better then to keep the window shut.However, as far-off as Perlocutionary meaning is concerned, it is related to the understanding of the receiver to understand what does it means when someone something like that. Using the same example, we can see that the in demand(p) outcome could be of opening of windows.According to the same theory, speech acts have been classified into 5 categories according to the functions that are assigned to each category.Co missivesExpressiveDirectivesRepresentativesDeclarativesPromisesApologiesRequestsClaimsDeclarationsThreats/ reachersComplaint/thanksSuggestions/commandsReports/assertionsdecreesSpeech Act TheoryThe origins of speech acts theory can be extensive to philosophy of terminology but now it is considered as a sub-discipline for flummox cultural programmatic. This theory canonically explains how human beings achieve and accomplish desired intentions and motives through the use of phraseology by using words in a way that they actually highlight the meaning of the sentence in a manner that the hearer understands what they actually mean besides the literal meaning. Austin relates the performance of aphorism words with an act of locutionary and the study of how proper(postnominal) words are uttered and what impact does utterance have on the message that is being delivered1. According to the theory of Austin, every statement might be inferred in all the three meanings that have been discussed in the earlier part of the paper, but, it is up to the acts that make them specific in their meaning and how the hearer infers them. The speaker can use any of the meaning combined with proper speech act in order to give the same sentence a different meaning. A speaker can change the same question to a complaint by uttering in a specific manner that is associated with anger or with surprise2.There has been a lot of discussion going on relating to whether the speech acts are specific to certain linguistic communications or are they specific to different cultures. The agent of this discussion is sooner relevant with the essence of our discussion on which the analysis will be framed. the paper will conduct an interview in which students will be observed that whether they use certain speech acts because they be farseeing to different cultures or do they use the same speech acts as speaking the same language regardless of the position that one of them is a native English speaking and the opposite one is second language English speaker3.As it is described in the theory many linguistic mechanisms that have been implemented are in lieu of the cultural differences which cause mis recitation of messages that are sent from speakers of different cultures and thus they cause break downs and loop-the-loop holes most of the beats when ethnic communication is taking place. This will help us understand more why the two students who were observed behaved in a certain manner during the interview and how differently did the interpret each other4.As it is in phonology and morphology, we also see that the basic cultural instincts and traits also shape the way a soulfulness emphasizes on words and gets his message across to the other person. The fact is that in different culture, the level of emphasis that is put in different situations is different and the way a message is transformed from a question to a complaint is also different. Therefore, on the part of the speaker and the listener, misconception or misinterpretation can result in noise ultimately leading to the distortion of the message that has to be actually delivered.PolitenessPoliteness can be manifestly defined as implementing keen politeness and causaably good etiquettes via verbal communication. However, the concept of politeness is a subjective term. The level of politeness in one culture might differ from the level of politeness in another culture. Although politeness, being a positive phenomenon means to impart good manners and make others feel relaxed and comfortable with whatever the speaker is saying, however, in different cultures and specific to situations, politeness can also be used as a tool to make the other person feel ashamed of some acts that may not be appreciated by others around him or her5.A ccording to British Social anthropologists, politeness can also be categorized into two segments.Negative politeness collateral PolitenessIn negative politeness we basically try to make a request in a way that it minimizes all chances in which the other person might be hurt due to a certain act. For example, rather than going to colleague and ordering to return the pen, we can go and add a sentence which says if you dont mind or if it is not too much trouble can I take the pen back6.However, the positive politeness is when a speaker tries to come into a relationship with the hearer by highlighting and safeguarding his interests, ego and personality traits and manipulating sentences in such a way that the hearer feels good about it and tries to conform to what the speaker is saying. This is just like talking to a baby bird where a arouse or guardian does not uses negative politeness with the kidskin but by showing the child and the importance that he deserves, the parent or guard ian tries to make the child understand certain manners and etiquettes that he should show towards elders. When the child gets the polite behavior, he actually starts bank the parent or guardian more and understands that whatever they have to say is for the childs own benefit and interest in the future so he mechanically conforms to it7.There are several techniques to show politenessWhen one has to express a situation of ambiguity or uncertainty, one can use politeness by making the point clear indirectly that he does not know about what is going to happen or by hedging the situation with ifs and buts to make the situation look less negative. Taking the example of a child once again, we see that when parents do not know about something, they do not distinctly say no to the child to scare the child away, but, they try to explain the matter to the child in an indirect way and make a theoretical situation in which the child understands that there is a lot that no one knows. This way the child is not discouraging for regarding questions in the future and at the same time the parents show their politeness to the child as well.People also tend to lie politely in order to make it less hurting for the listener. For example, a stock talk terms may not leak his information to another competitor but he can actually use polite behavior to indirectly change the topic.Using questions instead of revealing the truth. For example, if a group fraction knows that the other group member has not started work, rather than simply saying you have not started work, the group member can also ask did you check the information that I mailed you for your part.Turn-TakingA study of ten major languages reveals that the concept of turn taking is basically guided by two simple rules. cancel speaking when someone else is speakingAvoid silence and long pauses between discussion and communication processAs it is meant by turn taking, every speaker must pause afterward he or she has do her message clear in one go and then give a chance to the other person to add value to the discussion. The reason why we call it adding value is the fact that when the hearer starts speaking, it is actually related to the statements that the speaker has made and it is more like a feedback rather than a literally giving a turn. either speaker should expect a feed back and also give time for the feedback or response to the other person in order to see whether the hearer has got the message in the right context or not or what more information needs to be provided . A communication process cannot be complete if only one of the persons is endlessly speaking unless it is a Debating competition where a speaker has to address a large audience, Moreover, it is also not advised to actually overlap anothers turn because of the fact that the concept of noise in the communication process comes into stand for at this point8.Furthermore, the research made it clear that every language follows the s ame rules of turn taking and a variation of just milliseconds was seen in some languages which were also influenced by the types of syllables that the other speaker had to utter. Otherwise, whether it is the second language English speaker or the native English speaker, some(prenominal) of the instrumentalists clearly know how to wait for their turn and then take turn automatically from where the other person leaves it.InterviewComing to the interview in which all the three elements of the communication process that have been discussed above will be integrated upon the observation, we see that all of them have some effect or the other in making communication slightly difficult or biased when a native English speaking boy and a second language English speaking boy communicate. The basic reason that was seen in politeness and the speech acts was actually the cultural difference that made it difficult for both the participants to get to the desired point of view off the other. howev er, as far as taking turn is concerned, it has more to do with the thinking process that both of the participants had to go through in their minds to actually give it a though to understand what the other person said especially in the case of the second language English speaker and then elaborate words to reply. This practice used to take a bit longer in which the native English speaking boy used to carry on the discussion or nod the other boy for his thoughts and ideas about the situation.Starting with speech acts, following is a converse that will serve as a good example how both the participants graded each other as rude.(Scarcely, 1990)Now in the above discussion, speaker A is the Second Language English loudspeaker and Speaker B is the native English language speaker. Speaker B, though anomalous in his conclusion, claimed that speaker B showed a rude behavior because in B culture, to-dos are looked upon as impolite. B thinks that any sort of an interruption in a communicati on process is rude, as an interrupted, thus, A is rude. However, if we say A is from Iran, and that in his society, interrupting can also be seen as a sign of friendliness, casualness and comfort between two speakers, then according to a he is not wrong. So this is one of the biggest problems that Second language English speakers face with Native English speakers. When speaking English they do not realize that they have to blend into the culture as well and try not to blend in their own culture in the second language that they are trying to learn.Moreover, it was obvious from the tones and speech acts of the second language English speaker that he had a company of people who also spoke English as a second language. The reason was the same that their style of communication could not blend it to the natives and thus they dual-lane into their own groups. Resulting in communication gap and distances which did not change the second language speakers to develop their language the way nat ives speak it. They seldom got a chance to infer and subconsciously grasp the rules of how the natives spoke their language.As far as turn taking is concerned, we can see the fact that the non native speaker often took some more time rather than interrupting all the time. the fact is that he used to take some time to actually think what was he had just heard, what is his response, translate into English and then fill the suitable words to get the message across. In the mean time the native English speaking boy often nudged him to remind that he it was his turn to carry on the discussion or to ask if there is everything alright. This is not actually related to any culture or linguistic mechanism, but, it is actually related to the thought process through which this specific participant had to go through. It is not the case with all non native English speakers as there might be many who have a speedy though process still, the problem is not that rare as well.Recommendations and Conc lusionshither are a few recommendations that the non-native speakers may use in-order to come out of the linguistic deficiencies that often cost them decreasing self confidence and care of competition.The first thing that teachers need to do with non-native speakers is to highlight the advantages of native English language. The advantages may not be only restricted to the way they will converse, but social advantages as well so as to enable them to mingle in the natives more easily and conversing on their level9.Moreover, the teachers should herald these students what difficulties they might be facing in using the second language and what are the general difficulties that everyone faces. These students might not be able to fall upon their difficulties on their own as better as the teacher can. Thus, the right lies on the teacher to make them identify their difficulties and make them work on them only rather than perfecting the language by conversing more amongst them.Also, feedb ack is another way to keep the student in line with the learning process. Good or bad, it will serve as an asset for the student in the long run because of the fact that he would trust the teachers advice and feedback more then what his peers have to say about his communication skills. The more the teacher gives feedback, the better the student will show response and try to overcome the difficulties by growth interest and maintain the enthusiasm with which the student joined the English language class.